The Assessment of the Impact of Training With Various Metacognitive Interventions on the Enhancement of Verbal Fluency in School-Age Children With ADHD

Kajka, Natalia; Kulik, Agnieszka

doi:10.1177/10870547221121289

Cited by 5 publications

(1 citation statement)

References 32 publications

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“…These findings underscore the importance of early intervention in the inattention symptoms in childhood and promise to enhance real-world executive functions later in young adulthood. In addition, psychosocial training on using strategies to keep focus, reduce distractibility, organize things, and make schedules may help improve executive functions in daily life and offset later functional impairment (Jensen et al, 2022; Kajka & Kulik, 2022).…”

Section: Discussionmentioning

confidence: 99%

The mediators for the link between autism and real-world executive functions in adolescence and young adulthood

Chien

Tai

Chiu

et al. 2023

Autism

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The mediators of real-world executive functions in autism during the transition into adulthood are mainly unknown. This study aimed to identify the mediators for the behavioral and cognitive domains of real-world executive functions in late adolescent and young adult autistic populations. We followed up 289 autistic children (aged 11.6 ± 3.8, male 82.2%) and 203 non-autistic controls (10.7 ± 2.9, 66.5%) to their ages of 16.9 ± 4.7 and 15.8 ± 3.9, respectively. The Behavior Rating Inventory of Executive Function, comprising two global scales (Behavioral Regulation Index and the Metacognitive Index), was used to assess real-world executive functions at Time 2. Mediators of behavior regulation and metacognition were explored among a wide range of clinical correlates and parental bonding. We found that the autistic group had lower executive functions than the non-autistic group with lower behavior regulation and metacognition subscores. Several childhood factors were significant mediators. Multiple mediation analyses revealed that childhood inattention remained a significant mediator for both behavior regulation and metacognition in late adolescence, and peer problems were the specific mediators of metacognition. Our findings suggest several childhood factors may mediate real-world executive functions during late adolescence. Treating common mediators such as inattention may improve real-world executive functions in autistic individuals during adulthood. Lay abstract Childhood factors that predict real-world executive function in autism spectrum disorder during the transition into adulthood are largely unknown. This study aimed to identify the predictors for the behavioral and cognitive aspects of real-world executive function in late adolescent and young adult autistic populations. We followed up 289 autistic youth (mean age 11.6 years) and 203 non-autistic controls (10.7 years) to their ages of 16.9 and 15.8, respectively. The Behavior Rating Inventory of Executive Function scale was used to measure the real-world executive function at late adolescence and young adulthood at follow-up. Potential predictors such as autistic symptoms, inattention or hyperactivity symptoms, peer relationship, emotional symptoms, and parenting styles were assessed in childhood at first enrollment. The results showed that childhood inattention, withdrawn behaviors, social communication difficulties, and child-reported emotion and inattention/hyperactivity may predict real-world lower executive function in late adolescence and young adults with autism. When separating executive function into behavioral and cognitive aspects, we found that oppositional behaviors and peer problems were specific predictors for behavioral regulation and cognitive function, respectively. Our findings suggested that treating common predictors in childhood, such as inattention, may potentially improve real-world executive function in autism during the transition into adulthood.

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Section: Discussionmentioning

confidence: 99%

The mediators for the link between autism and real-world executive functions in adolescence and young adulthood

Chien

Tai

Chiu

et al. 2023

Autism

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The Relationship Between Executive Functions, Self-Reflection, and Insight Across Adulthood

İlkmen,

Soncu Büyükişcan

2024

Experimental Aging Research

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Enhancing motivation in Filipino learners with ADHD: Insights from kindergarten mesosystems

Lukban,

Custodio,

Datu

et al. 2024

Research in Spec Educ Needs

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Attention‐Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition that impacts approximately 5% of children worldwide. Children with this ADHD often struggle with behavioural issues that disrupt their ability to meet the demands of learning in educational settings. This research aims to identify the motivational strategies used by primary caregivers to address the challenging behaviours of Filipino kindergarteners diagnosed with ADHD via a qualitative research design. Focus group discussions and one‐on‐one interviews were conducted with 11 primary caregivers of children with ADHD. The findings identified the challenges faced and support strategies used by caregivers—parents or guardians—in supporting children with this neurodevelopmental disorder. This study highlights the motivational and academic benefits associated with employing preparatory, remediation, and teacher‐caregiver collaborative, and activity engagement strategies to address the needs of young children with ADHD. These findings underscore the importance of capacity‐building initiatives aimed at supporting caregivers of children with ADHD.

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The Assessment of the Impact of Training With Various Metacognitive Interventions on the Enhancement of Verbal Fluency in School-Age Children With ADHD

Cited by 5 publications

References 32 publications

The mediators for the link between autism and real-world executive functions in adolescence and young adulthood

The mediators for the link between autism and real-world executive functions in adolescence and young adulthood

The Relationship Between Executive Functions, Self-Reflection, and Insight Across Adulthood

Enhancing motivation in Filipino learners with ADHD: Insights from kindergarten mesosystems

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